Arrangementer - Side 9

The ReDemOS research group is hosting a seminar focusing on how Open Science may challenge qualitative research and methodological diversity.

This seminar will be held by David J. Francis and Paulina A. Kulesz. They will discuss their work on how different reading assessments detect the effects of educational interventions, and why some tests may underestimate meaningful changes in student performance. The study provides important insights into how assessment design affects the detection and interpretation of intervention effects.

This seminar will be held by Professor Henrik D. Zachrisson. In this talk, he will present findings from a study estimating the effects of the nationwide expansion of Norway’s universal early childhood education and care (ECEC) program for 1- and 2-year-olds in the early 2000s. Using data covering all children born between 2002 and 2007, the study shows that access to ECEC from age two improved later math and reading test scores, with particularly strong benefits for children from families with lower parental education levels.

This seminar will be held by Qi Qin, Doctoral Research Fellow at PROMENTA, Department of Psychology. In this talk, she will present findings from the GeoGen project, which examines how schools and neighborhoods shape the expression of genetic and psychological traits in educational achievement. Drawing on genomic and administrative data from over 30,000 Norwegian families, the study reveals that environmental contexts can either amplify or compensate for genetic differences—showing that educational equity depends not only on access to resources but also on creating environments that help every child reach their potential.